Browsing by Author "Miranda, Francisca"
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- Aprender a aprender: estratégias e motivação: UCP Teen AcademyPublication . Miranda, Francisca; Monteiro, Inês
- Educating for the sustainable development goals through service-learning: university students’ perspectives about the competences developedPublication . Ribeiro, Luísa Mota; Miranda, Francisca; Themudo, Carmo; Gonçalves, Helena; Bringle, Robert G.; Rosário, Pedro; Aramburuzabala, PilarThe purpose of this study was to examine the perceived impact of a Service-Learning (SL) experience titled “Educating for Sustainable Development Goals (SDGs),” at the Porto campus of Universidade Católica Portuguesa (UCP), in which 15 university students from different programs were challenged to train other students about the SDGs. The main aim of the SL project was to raise awareness about the SDGs among the recipients (200 high school students, 20 students from a University in Angola and 40 from a University in Brazil). Besides the development of soft skills in UCP students, the learning objectives also focused on training socially responsible citizens who can take the SDGs into their future professions and help create a better and more sustainable world. UCP students were asked to reflect on their SL experience in the middle and at the end of the semester, based on structured reflection prompts. Based on these reflections, the present study aimed to understand the perceived impact of the SL experience on UCP students, particularly on their understanding of sustainable development (e.g., knowledge of SDGs), and the recipients (e.g., knowledge of strategies to achieve SDGs). Qualitative analysis was performed through NVIVO software. The results showed an impact not only on the academic learning and the UCP students’ personal and professional domains, but also on their literacy about the SDGs. According to the UCP students’ perceptions, the SL experience was particularly helpful in promoting SDGs awareness in the recipients and predisposing them to change attitudes and behaviors. Therefore, we conclude that the SL project accomplished its purpose of promoting awareness of the SDGs among the recipients. The implications of these findings are discussed in the context of the role of higher education institutions and SL experiences in sustainable development.
- Enhancing inclusive education in higher education: best practices for udl implementationPublication . Monteiro, Inês; Miranda, Francisca; Soares, DianaThe increasing diversity of student profiles in Higher Education presents a valuable opportunity to enhance teaching and learning processes. However, for education to be truly inclusive, it requires an intentional approach. Creating an inclusive classroom environment is, therefore, a challenge for educators, who often face uncertainty about how to begin this process and what methodological approaches to adopt. Universal Design for Learning (UDL) offers a holistic framework focused on supporting the learning of all students and recognising diversity as the norm, encouraging, as well, the proactive identification of barriers within the curriculum, rather than attributing them to the students themselves. The goal of UDL is to create teaching and learning experiences that are accessible, inclusive, and flexible, regardless of individual student characteristics. Despite its potential, there are significant challenges to implementing UDL, including time and resource constraints, a lack of institutional support, and limited faculty awareness of this curriculum design model. Additionally, in Portugal, there is an absence of overarching guidelines or specific national legislation, leaving each Higher Education institution responsible for defining its own framework. This exploratory scoping review aims to analyse emerging trends and best practices in the implementation of Universal Design for Learning (UDL). Drawing on international case studies, it offers practical guidelines for designing inclusive lessons, emphasizing the importance of setting clear learning objectives and proactively addressing potential barriers to learning. The purpose of this summary is to support the effective transformation of teaching and assessment practices in Higher Education.
- Exploring relations between social and emotional skills and bullying: the role of self-concept and empathyPublication . Veríssimo, Lurdes; Marques, Alexandra; Costa, Marisa; Castro, Isabel; Martins, Filipe; Miranda, FranciscaBullying in school has become a public health problem. Among the various bullying’s risk factors, the vulnerabilities associated with socio-emotional skills stand out. The present study aims to explore the relationship between bullying, victimization, selfconcept, and empathy; to test differences in victimization and bullying between boys and girls; and to study predictors of victimization and bullying. Participated 107 adolescents from 12 to 17 years old characterized by multiple family, social, and economic vulnerabilities. Three measures were used to assess empathy, self-concept, and bullying/victimization experience. The results show a significant negative correlation between victimization and all dimensions of self-concept. Bullying is only associated to popularity. There is no association between empathy and bullying or victimization. Girls significantly experienced more victimization than boys. Boys performed more bullying than girls. Self-concept is a significant predictor of victimization and bullying. Results are discussed in light of the socio-emotional skills paradigm and its power in preventing bullying.
- Pedagogical relationship and teaching strategies in higher education: the students’ perspectivePublication . Miranda, Francisca; Santos, Inês França; Soares, DianaThe pedagogical relationship and the relational climate in the classroom are dimensions identified as crucial for the academic performance and well-being of university students. Therefore, understanding the dynamics of this relationship and identifying the teaching methods most valued by students is essential to promoting more effective teaching. The present study aimed to answer the following research questions, based on university students’ perceptions: How do students characterize their pedagogical relationship with teachers?; How does teacher interaction and involvement influence the student learning experience?; Which classroom models and teaching strategies are most valued by students?; What types of materials and resources provided by teachers are most valued by students? The study involved 151 university students from a Portuguese higher education institution, mostly female (51.7%) and aged between 18 and 54 years old (M= 20.15; SD= 3.26). The students were attending a bachelor’s (94.7%) or master’s degree (5.3%) in different areas: Management (66.2%), Psychology (12.6%), double program in Law and Management (11.3%), Economics (5.3%), Accounting and Finance (2.0%), Master of Science (0.7%), Microbiology (0.7%), and Sound and Image (0.7%). They were asked to complete an online questionnaire that included, in addition to sociodemographic characterization questions, six open-ended questions. Sociodemographic data were analyzed using IBM SPSS, and NVIVO facilitated the content analysis of the open-ended questions. The results point to a positive pedagogical relationship, with teachers' availability being particularly notable. Data shows that teacher interaction and involvement are considered essential to the learning experience, as supportive and engaged teachers facilitate content understanding and increase student motivation. Students seem to value class models that combine lectures with debates, case studies, and practical projects, and they appreciate practical materials such as solved exercises and slides presentation. The results will be discussed in light of the practical implications for improving the quality of learning in higher education.
- Purpose in life in higher education: is there a role for service-learning?Publication . Ribeiro, Luísa Mota; Doroftei, Alexandra; Miranda, Francisca; Themudo, Carmo; Dias, Paulo; Peixoto, Ricardo; Oliveira, Ana; Correia, Maria; Aramburuzabala, Pilar; Rosário, Pedro; Bringle, Robert G.The current study analyzed university students’ purpose in life in the context of service-learning (SL) courses developed in a university in Portugal. Briefly, 112 graduation and master students, from different areas, involved in 15 SL courses (82 female; 73.2%; age ranging from 18 to 51; M = 23; SD = 6.51) participated in this study. Questionnaires included an open-ended question about students’ purpose in life. Four closed-ended questions were included to understand student’s perceptions of change in their purpose in life arising from the SL courses and other perceptions about their SL course. Qualitative data were analyzed via content analysis with NVivo. Results indicated that students’ purpose in life ranged from social-related goals, such as helping or caring for others, to personal-related goals, including personal growth and well-being. Most of the students (71.4%) reported that their purpose in life changed moderately or a lot after participating in a SL course. Findings are discussed in light of the literature, identifying implications for the development of SL courses in higher education, considering the contribution of this pedagogic methodology to the definition and reconfiguration of young people’s purpose in life.
- Significados e impacto das experiências de aprendizagem-serviço: perspetivas de estudantes universitáriosPublication . Ribeiro, Luísa Mota; Miranda, Francisca; Correia, Maria; Dias, Paulo; Ribeiro, Célia; Peixoto, Ricardo; Oliveira, Ana; Themudo, Carmo; Pona, Rita Paiva e; Costa, Helena Gil da; Costa, Joana Cunha e; Silva, Marta
- Socioemotional skills program with a group of socioeconomically disadvantaged young adolescents: impacts on self-concept and emotional and behavioral problemsPublication . Veríssimo, Lurdes; Castro, Isabel; Costa, Marisa; Dias, Pedro; Miranda, FranciscaThere is significant evidence that emphasizes the importance of social and emotional learning in schools for students’ positive development and adjustment. The main goal of the present study was to evaluate the effectiveness of a socioemotional skills promotion program, implemented with a group of socioculturally vulnerable young adolescents. Data were collected in the 2020–2021 school year from all students from 6th grade (n = 50, from four classes) in a high-risk school in Portugal (56% females). Two classes served as the comparison group. Participants responded to self-concept and emotional and behavioral problems measures at two moments (pre- and post- intervention). Results indicated a significant impact on self-concept, namely an increase in behavioral adjustment, happiness, and satisfaction and a decrease in anxiety in the intervention group compared with the comparison group. These findings support intervention efficacy. Educational implications are discussed.
- The importance of phonological awareness in learning disabilities' prevention: perspectives of pre-school and primary teachersPublication . Veríssimo, Lurdes; Costa, Marisa; Miranda, Francisca; Pontes, Catarina; Castro, IsabelThere is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school and primary teachers are not always aware of this evidence and often do not know how to apply it in practice. Considering the importance of the role of these teachers and the importance of early school years in preventing learning difficulties, it is essential to study teachers' attitudes, knowledge, and strategies for improving educational processes toward successful development of literacy skills. Particularly, recognizing the impact of phonological awareness on the development of reading skills, this study has two main research questions: What is the importance pre-school and primary teachers attribute to the promotion of phonological awareness? and Which strategies for promoting phonological awareness do they apply in their professional practice? This qualitative study includes individual interviews with 10 pre-school and primary teachers, seeking to understand the perspective of each participant about phonological awareness, its importance, and implementation in practice. Data were collected in a context of great adversity (e.g., child maltreatment, early life stress). The results reveal that both pre-school and primary teachers recognized the relevance of phonological awareness among other pre-academic skills. Regarding the activities teachers implement, in their perspective, the playfulness seems to better result to stimulate this specific skill. Preschool teachers tend to focus on the dynamics that promote syllabic, intrasyllabic and phonemic awareness. Despite recognizing the gaps in phonological awareness in the first graders, primary teachers seem not to prioritize activities that stimulate and consolidate this skill, privileging the fluency and comprehension processes. The collaborative work between professionals was highlighted as very important to optimize the stimulation phonological awareness as well as facing other learning difficulties teachers find in this context. The results are discussed considering the role of pre-school teachers and primary teachers in reading difficulties' prevention in contexts facing multiple vulnerabilities.